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Riadok 130: | Riadok 130: | ||
[http://www.scholarpedia.org/article/Latent_semantic_analysis Latent semantic analysis],<i> Scholarpedia</i>, 3(11):4356. | [http://www.scholarpedia.org/article/Latent_semantic_analysis Latent semantic analysis],<i> Scholarpedia</i>, 3(11):4356. | ||
[http://en.wikipedia.org/wiki/Latent_semantic_analysis wiki] <br> | [http://en.wikipedia.org/wiki/Latent_semantic_analysis wiki] <br> | ||
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♦ Glenberg, A. M., & Mehta, S. (2008) | ♦ Glenberg, A. M., & Mehta, S. (2008) | ||
[http://dai.fmph.uniba.sk/courses/GC/References/glenberg.covar-not-meaning.ling09.pdf Constraint on covariation: It’s not meaning]. <i>Italian Journal of Linguistics,</i> 20, 33-53. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/covariation.4x.pdf slides]--> <br> | [http://dai.fmph.uniba.sk/courses/GC/References/glenberg.covar-not-meaning.ling09.pdf Constraint on covariation: It’s not meaning]. <i>Italian Journal of Linguistics,</i> 20, 33-53. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/covariation.4x.pdf slides]--> <br> | ||
Riadok 146: | Riadok 142: | ||
[https://ai.vub.ac.be/sites/default/files/steels-08e.pdf The symbol grounding problem has been solved, so what’s next?]. In: de Vega, Glenberg & Graesser (eds), <i>Symbols and Embodiment: Debates on Meaning and Cognition,</i> OUP, 223-244. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/steels.grounding.4x.pdf slides]--><br> | [https://ai.vub.ac.be/sites/default/files/steels-08e.pdf The symbol grounding problem has been solved, so what’s next?]. In: de Vega, Glenberg & Graesser (eds), <i>Symbols and Embodiment: Debates on Meaning and Cognition,</i> OUP, 223-244. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/steels.grounding.4x.pdf slides]--><br> | ||
♦ Coradeschi S., Loutfi A., Wrede B. (2013) | ♦ Coradeschi S., Loutfi A., Wrede B. (2013) | ||
− | [http://dai.fmph.uniba.sk/courses/GC/References/coradeschi.sgp-review.ki13.pdf A short review of symbol grounding in robotic and intelligent systems]. <i>Künstliche Intelligenz</i>, 27:129–136 <b>[xxx]</b> <br> | + | [http://dai.fmph.uniba.sk/courses/GC/References/coradeschi.sgp-review.ki13.pdf A short review of symbol grounding in robotic and intelligent systems]. <i>Künstliche Intelligenz</i>, 27:129–136 <b>[xxx + xxx]</b> <br> |
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Riadok 156: | Riadok 152: | ||
[http://dai.fmph.uniba.sk/courses/GC/References/louwerse.symbol-interdependency.topics10.pdf Symbol interdependency in symbolic and embodied cognition]. <i>Topics in Cognitive Science,</i> 1-30. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/louwerse.sihypo.4x.pdf slides]--><br> | [http://dai.fmph.uniba.sk/courses/GC/References/louwerse.symbol-interdependency.topics10.pdf Symbol interdependency in symbolic and embodied cognition]. <i>Topics in Cognitive Science,</i> 1-30. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/louwerse.sihypo.4x.pdf slides]--><br> | ||
♦ Dove G. (2011) | ♦ Dove G. (2011) | ||
− | [http://dx.doi.org/10.3389/fpsyg.2010.00242 On the need for embodied and dis-embodied cognition]. <i>Frontiers in Psychology,</i> 1:242 <b>[xxx]</b> | + | [http://dx.doi.org/10.3389/fpsyg.2010.00242 On the need for embodied and dis-embodied cognition]. <i>Frontiers in Psychology,</i> 1:242 <b>[xxx + xxx]</b> |
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Verzia zo dňa a času 21:40, 26. september 2022
Grounded Cognition – 2-IKV-236a/19
Obsah
The course objective is to provide students with deeper insight into up-to-date research trends in cognitive science, from the perspective of various disciplines (psychological, neural and computational). The course focus is on grounded (embodied) cognition, and its relation to language. The course should also help students in their ability to interpret scientific papers, to formulate, present and defend ideas.
The course is a part of Master Programme in Cognitive Science.
Course schedule
Type | Day | Time | Room | Lecturer |
---|---|---|---|---|
Lecture | Tuesday | 09:50 - 11:20 | I-23 | Igor Farkaš |
Student presentation | Tuesday | 11:40 - 13:05 | I-23 | students |
Syllabus
Date | Topic | References |
---|---|---|
(1) 27.09. |
Introduction to language and concepts |
♦ Wiki: Language |
(2) 04.10. |
Towards embodied cognition |
♦ Wilson M. (2002)
Six views of embodied cognition. Psychonomics Bulletin Review, 9(4), 625-636.
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(3) 11.10. |
Mirror neuron system and its role(s) in cognition |
♦ Rizzolatti G. & Sinigaglia C. (2010)
The functional role of the parieto-frontal mirror circuit: Interpretations and misinterpretations. Nature Rev. Neurosci., 11, 264-274. |
(4) 18.10. |
Common coding theory, motor simulation, mental simulation |
♦ Smith A.H. (2006)
Motor cognition and mental simulation. Chapter in Smith E. & Kosslyn S. (eds.): Cognitive Psychology: Mind and Brain, Prentice Hall, pp. 451-481. |
(5) 25.10. |
Language as action |
♦ Fischer M.H., Zwaan R.A. (2008) Embodied language: A review of the role of the motor system in language comprehension. The Quarterly Journal of Exp. Psych., 61 (6), 825-850 |
(6) 25.10. |
Conceptual and linguistic systems - two theories |
♦ Barsalou L. et al. (2008)
Language and simulation in conceptual processing. In: de Vega, Glenberg & Graesser (eds), Symbols and Embodiment: Debates on Meaning and Cognition, OUP, 245-283. |
01.11. |
no class | autumn break / holiday |
(7) 08.11. |
Meaning as statistical covariation |
♦ Landauer T., Dumais D. (2008)
Latent semantic analysis, Scholarpedia, 3(11):4356.
wiki |
(8) 15.11. |
Symbol grounding problem |
♦ Steels L. (2008)
The symbol grounding problem has been solved, so what’s next?. In: de Vega, Glenberg & Graesser (eds), Symbols and Embodiment: Debates on Meaning and Cognition, OUP, 223-244. |
(9) 22.11. |
Unification attempts |
♦ Louwerse M. (2010)
Symbol interdependency in symbolic and embodied cognition. Topics in Cognitive Science, 1-30. |
(10) 29.11. |
Role(s) of language in cognition and thought |
♦ Mirolli M., Parisi D. (2009)
Towards a Vygotskyan cognitive robotics: The role of language as a cognitive tool. New Ideas in Psychology, doi:10.1016/j.newideapsych.2009.07.001 |
(11) 06.12. |
Grounding abstract concepts. Summary. |
♦Borghi A.M., Barca L., Binkofski F., Tummolini L. (2018)
Varieties of abstract concepts: development, use and representation in the brain. Phil. Trans. R. Soc. B, 373: 20170121 |
(12) 13.12. |
Group presentations | Prepare a 20-minute presentation of the chosen topic. |
Grading
- Weekly activity during the semester (40%). This includes weekly submitting inputs to the moderator and active participation during discussions.
- Paper presentation and discussion moderation (30%). You will select a topic for presentation (one of the papers in the syllabus), collect by email the inputs (one question or a discussion point) from other students in advance (until Saturday, 20:00). The inputs should be sent to the moderator, with the subject "author" (use the first author's surname). The moderator organizes the questions for discussion that he/she will moderate.
- Final group presentation (30%). You will be organized in small groups (3-4 students) and will prepare a final presentation on the topic of your choice relevant for the course.
- Overall grading (in %): A > 90, B > 80, C > 70, D > 60, E > 50, else Fx.
Attendance
You are expected to regularly attend the class. In case of absence, inform the teacher about the reason. Max. two absences are ok.